The following outline is provided as an overview of and topical guide to education:
Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
A Bachelor of Education (B.Ed.) is an undergraduate professional degree which prepares students for work as a teacher in schools. In some countries such as Tanzania and Kenya, additional tasks like field work and research are required in order for the student to be fully qualified to teach. It may also be accompanied with or followed by tests for licenses or certifications required for teachers in some areas.
Secondary education in Japan is split into junior high schools, which cover the seventh through ninth grade, and senior high schools, which mostly cover grades ten through twelve.
In education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. A curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curricula are split into several categories: the explicit, the implicit, the excluded, and the extracurricular.
Education in Thailand is provided mainly by the Thai government through the Ministry of Education from pre-school to senior high school. A free basic education of fifteen years is guaranteed by the Thai constitution.
Education in Pakistan is overseen by the Federal Ministry of Education and the provincial governments, whereas the federal government mostly assists in curriculum development, accreditation and the financing of research and development. Article 25-A of the Constitution of Pakistan obligates the state to provide free and compulsory quality education to children of the age group 5 to 16 years. "The State shall provide free and compulsory education to all children of the age of five to sixteen years in such a manner as may be determined by law".
The Royal Society Te Apārangi is an independent, statutory not-for-profit body in New Zealand providing funding and policy advice in the fields of sciences and the humanities.
The education system of the Hashemite Kingdom of Jordan includes basic, secondary, and higher education and has dramatically evolved since the establishment of the state in the early 1900s. The role played by a good education system has been significant in the development of Jordan from a predominantly agrarian to an industrialized nation over time.
Science, technology, society and environment (STSE) education, originates from the science technology and society (STS) movement in science education. This is an outlook on science education that emphasizes the teaching of scientific and technological developments in their cultural, economic, social and political contexts. In this view of science education, students are encouraged to engage in issues pertaining to the impact of science on everyday life and make responsible decisions about how to address such issues
The development of state education in New Zealand has been shaped by social and political interactions between Māori as tangata whenua of the land, missionaries, settlers, voluntary organisations and those charged with consolidating central state control. While the initiatives and systems were driven by colonial ambitions to protect and civilise the indigenous people through assimilation, and install a model of education based on European concepts of the purposes and delivery of learning, there have been times when Māori actively engaged with the process to retain their traditional knowledge and language. Examples of this were Māori participation in the early missions schools, contestation and resistance against many processes of Native schools and the establishment of Kura Kaupapa Māori. Following the signing of the Treaty of Waitangi in 1840, New Zealand became a British Crown Colony, and by 1852 the state of New Zealand had assumed a full legislative role in education. A series of acts of parliament have attempted to resolve differences between competing interests as the country faced social, cultural and economic challenges. This has continued, arguably, as a desire for democratic and progressive education and the creation and ongoing reform of an education system that aims to reduce inequalities and enable social mobility. As a response to criticism of the education system and the role of the state in managing and delivering equitable learning, there were radical reforms in the late 1980s. These changes resulted in the establishment of self-managing schools and a decentralization of the system, with the Department of Education being replaced by the Ministry of Education whose role has been to implement government reforms. Some of these, in governance models for schools, assessment and reporting, class sizes, payroll, school closures and building maintenance, have been controversial.
Pakistan studies curriculum is the name of a curriculum of academic research and study that encompasses the culture, demographics, geography, history, International Relations and politics of Pakistan. The subject is widely researched in and outside the country, though outside Pakistan it is typically part of a broader South Asian studies or some other wider field. Several universities in Pakistan have departments and research centers dedicated to the subject, whereas many independent research institutes carry out multidisciplinary research on Pakistan Studies. There are also a number of international organizations that are engaged in collaborative teaching, research, and exchange activities on the subject.
The history of formal education in Estonia dates back to the 13–14th centuries when the first monastic and cathedral schools were founded. The first primer in the Estonian language was published in 1575. The oldest university is the University of Tartu which was established by the Swedish king Gustav II Adolf in 1632. In 1919, university courses were first taught in the Estonian language.
Alice Miel was an American educator and writer of The Shortchanged Children of Suburbia, a study that has been characterized as a “groundbreaking” study in its publicized stress on what suburban schools failed to teach about human differences and cultural diversity. She was also greatly known as a social educator and curriculum development scholar.
The National Curriculum Framework 2005 is the fourth National Curriculum Framework published in 2005 by the National Council of Educational Research and Training (NCERT) in India. Its predecessors were published in 1975, 1988, 2000.
Education in Azerbaijan is regulated by the Ministry of Education of Azerbaijan.
Education in the Bahamas is compulsory between the ages of 5 and 16. As of 2003, the school attendance rate was 92% and the literacy rate was 95.5%. The government fully operates 158 of the 210 primary and secondary schools in The Bahamas. The other 55 schools are privately operated. Enrollment for state primary and secondary schools is 50,332, with more than 16,000 students attending private schools. Some public schools lack basic educational materials and are overcrowded. The Bahamas Union of Teachers (BUT) were the ones who acted to create some reform for their weakening education systems. The island has an Education Act that was revised in 1996 and is under control of the Prime Minister. As of 1996, the Education Act states that education is free for children between the ages of 5 and 16. The University of the Bahamas, established in Nassau in 1974, provides programs leading to bachelors and associate degrees. Several non-Bahamian colleges also offer higher education programs in The Bahamas. Generally, the academic year in The Bahamas goes from late August or early September to late May or early June for primary and secondary schools and late April/early May for college.
Thomas S. Popkewitz is an Professor in the Department of Curriculum and Instruction, University of Wisconsin–Madison School of Education, USA. His studies explore historically and contemporary education as practices of making different kinds of people that distribute differences. He has written or edited approximately 40 books and 300 articles in journals and book chapters translated into 17 languages. Recent studies focus on the comparative reason of educational research as cartographies and architectures that produce phantasmagrams of societies, population and differences. The studies entail theoretical, discursive, ethnography, and historical studies that explore school, professional identities, and the relation to conceptions of differences inscribed childhood, learning and cultural differences.
Elizabeth Mary Rata is a New Zealand academic who is a sociologist of education and a professor in the School of Critical Studies in Education at the University of Auckland. Her views and research on Māori education and the place of indigenous knowledge in the New Zealand education system have received criticism from other academics.
Helen May is a New Zealand education pioneer. She has been an eloquent activist and academic in education, with a strong feminist focus on early childhood education. Her advocacy has been characterised by its focus on the rights and needs of children and teachers, expressed by an active and collaborative engagement with educational institutions, trade unions, the Ministry of Education and other government agencies.
